Indicators of a balanced long-term service and support system: examining the impact on individuals aging with a lifelong disability

This article explores how rebalancing efforts can support the needs of individuals aging with a lifelong disability. The National Balancing Indicator project examined the overall long-term supports and services system (LTSS) progress in five indicators within the Sustainability, Coordination and Transparency, and Prevention principles toward a balanced LTSS system for those aging with a lifelong disability. In assessing state efforts to create a balanced participant-directed LTSS system with the National Balancing Indicators, the findings suggest states are better equipping the system to handle a burgeoning population of individuals aging with a lifelong disability, but more progress is still needed. Overall, states need to continue to create a seamless system that allows individuals with lifelong disabilities to transition smoothly through the life course.     

Education and Social Desirability Bias: The Case of a Black Presidential Candidate*

Objective. Survey research consistently reports a positive association between educational attainment and socially tolerant attitudes, but critics hold that respondents with high levels of education may simply purport to hold attitudes seen as socially desirable. In this article, we seek to adjudicate between the claim that the association between education and social tolerance is simply an artifact of sophisticated social desirability reporting on the part of well‐educated respondents and the competing theory that education has a real impact on increasing forms of social tolerance. Methods. Using support for a black presidential candidate as our measure of social tolerance, we utilize an innovative online list experiment to test whether high levels of support are inflated because of social desirability reporting among the educational elite. Results. We find no evidence of systematic overreporting of support for a black presidential candidate among respondents with high levels of education, and note that social desirability bias declines as educational attainment increases. Conclusions. This research bolsters arguments about the liberalizing effect of education on socially tolerant attitudes, and challenges evidence that attributes this relationship to high levels of social desirability bias.     

Examining Depression,Anxiety, and Foster Care Placement as Predictors of Substance Use and Sexual Activity in Adolescents

ABSTRACT

This study investigated the impact of anxiety and depression on sexual activity and substance use behaviors in a sample of 56 community- (traditional living arrangements) and foster care-dwelling adolescents aged 12 to 17 years. It was hypothesized that higher levels of anxiety and depression would be related to higher rates of risky sexual activity and substance use. Regression analyses were used to examine impact of the internalizing predictors on the risky behaviors. Results of the sample were presented with group membership emerging as a robust predictor of both sexual activity and substance use. Results suggest that adolescents within out-of-home care are at increased risk for engaging in these behaviors when compared with community-dwelling peers, and they may benefit from specific interventions aimed at decreasing participation. Future research may focus on assessing the effectiveness of interventions for these youth.     

“Talking in a New Way”: Older Individuals' Experiences of Group Work in an Acute Psychiatric Ward

Group work is frequently used in mental health, however qualitative studies on service-users' views are rare. Semistructured interviews explored 12 participants' experiences of a café-style social group and a mutual-aid group offered on an older persons psychiatric ward in Christchurch, New Zealand. The values of the strengths-based approach underpinning the groups were reflected back in the experience of an affirming environment, an exchange of strengths, and the capacity to change. The appeal of the café-style may be culturally specific to European women however, reinforcing the importance of an awareness of culture and diversity.     

Informed consent for research on stored blood and tissue samples: a survey of institutional review board practices

Numerous position papers have outlined informed consent recommendations for the collection, storage, and future use of biological samples; however, there currently is no consensus regarding what kinds of information should be included in consent forms. This study aimed to determine whether institutional review boards (IRBs) vary in their informed consent requirements for research on stored biological samples, and whether any variation observed could be correlated to factors such as volume of work, IRB members' familiarity with ethical issues in genetic research, and IRBs' use of either of two policy guidelines as resources. A brief survey was mailed to all IRB chairpersons on a mailing list obtained from the Office for Human Research Protections. Survey questions included whether consent forms for the collection of biological samples for future use address each of six provisions recommended in current guidelines and position statements, and whether IRBs used the Office for Protection from Research Risks' 1993 Protecting Human Research Subjects: Institutional Review Board Guidebook, chapter 5 (hereinafter IRB Guidebook) or the National Bioethics Advisory Commission's 1999 Research Involving Human Biological Materials: Ethical Issues and Policy Guidance, Volume I (hereinafter Report) in their deliberations. Despite a low response rate (22%, 427 respondents), results indicate that IRB practices vary substantially. The degree to which the provisions were included in consent forms was found to correlate positively with IRBs that review a greater volume of protocols annually, those that use the National Bioethics Advisory Commission Report in their deliberations, and those that draw on both the Report and the IRB Guidebook.     

Facilitating Difficult Discussions: Processing the September 11 Attacks in Undergraduate Classrooms

College and university educators have a unique and appropriate forum in which to address social issues, the classroom environment. On September 11, 2001, this opportunity became very real. With it came the challenge of facilitating classroom discussions that include myriad views and feelings. Instruction on conducting difficult discussions in a productive, versus destructive, manner is not commonly included in graduate training, leaving many educators without the tools of effective facilitation. An overview of some of the literature on conducting difficult discussions is presented and applied to classroom discussions of the September 11 events. Recommendations on the process component of facilitating are provided, as well as a rationale for why faculty may want to accept this educational challenge.     

The State of Care Management in Learning Disability and Mental Health Services 12 Years into Community Care

This paper reports on the organization of care management froma longitudinal study of community care for people resettledfrom long-stay learning disability and psychiatric hospitals.The findings from a 12-year follow-up of care management arrangementsin 12 learning disability and eight mental health study siteservices are described. The diversity of care management arrangementsfound at earlier points in the evaluation remained evident.Also, many of the former ‘care in the community’service users were excluded from mainstream care managementarrangements in their localities. The difficulty of developingperson-centred arrangements in learning disability and the lackof integration of the Care Programme Approach and care managementwere evident. The findings and observations are placed in thewider policy and practice context, with suggestions for takingcare management forward nationally and locally.     

Affirmative Reaction: The Influence of Type of Justification on Nonbeneficiary Attitudes Toward Affirmative Action Plans in Higher Education

It is popularly believed that justifying an affirmative action plan (AAP) through emphasizing the advantages that diverse students can bring to a college campus will increase nonbeneficiary support for the program. However, there has been little empirical support for this proposition, perhaps because previous research has not directly articulated to participants the value of a diverse student body. As such, the current study sought to determine how the explicit framing of an AAP influences subsequent reactions. Both quantitative and qualitative data from 216 White undergraduate participants revealed that the utilitarianism justification that highlighted the benefits of the AAP to both minority and majority students, was the most effective means of increasing support for the plan.     

Reviews

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Colin Platt, The English Medieval Town (1976), 219 (Seeker and Warburg, £6.00).

James Axtell, The School Upon A Hill. Education and Society In Colonial New England (1974), xxi+298 (Yale University Press, New Haven, £7.50).

Kenneth A. Lockridge, Literacy in Colonial New England. An Enquiry Into The Social Context of Literacy in the Early Modern West (1974), 164 (W. W. Norton and Co., New‐York, $6.95).

Jean‐Claude Perrot, Genèse d'une ville moderns. Caen au XVIII'siècle (1975), 2 vols, 1157 (Mouton: Paris, the Hague, 250 fr.).

Douglas Hay, Peter Linebaugh and E. P. Thompson (eds.), Albion's Fatal Tree (1975), 344+15 illustrations (Allen Lane, £7.50).

E. P. Thompson, Whigs and Hunters (1975), 300+17 illustrations (Allen Lane, £6.50).

Arthur E. Imhof (ed.), Historische Demographie als Sozialgeschichte. Giessen und Umgebung (1975), 2 vols, 626+495 (Historische Kommission für Hessen, Darmstadt und Marburg, DM 48).

Historical Demography as Social History. Giessen and Surrounding District.¹

Alan Forrest, Society and Politics in Revolutionary Bordeaux (1975), xi+300 (Oxford University Press, £8.00).

Richard Hunter and Ida Macalpine, Psychiatry for the Poor (1974), 264 (Dawsons of Pall Mall, £4.50, paperback £1.50).

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Uriel Tal, Christians and Jews in Germany. Religion, Politics and Ideology in the Second Reich, 1870–1914 (1975), 359 (Cornell University Press, Ithaca and London, £10.70).

Richard S. Levy, The Downfall of the Anti‐Semitic Political Parties in Imperial Germany (1975), 335 (Yale University Press, New Haven and London, no price given).

Andrew G. Whiteside, The Socialism of Fools. Georg Ritter von Schönerer and Austrian Pan‐Germanism (1975), x+404 (University of California Press, Berkeley, Los Angeles and London, £15.75).

Paul Thompson, The Edwardians: the remaking of British society (1975), xi+382 (Weidenfeld and Nicolson, £10.00).

Marc Fried, The World of the Urban Working Class (1975), x+410 (Harvard University Press, Cambridge, Massachusetts, £6.50).

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Peter H. Mcrkl, Political Violence under the Swastika: 581 Early Nazis (1975), xiv+735 (Princeton University Press, Princeton, $17.50, paper $6.30).